1
|
Çetinkaya L, Keser İ, Yildirim S, Keser H. The effect of case-based mobile virtual patient application on students' academic achievement in clinical reasoning skills. MEDICAL EDUCATION ONLINE 2024; 29:2322223. [PMID: 38445566 PMCID: PMC10919315 DOI: 10.1080/10872981.2024.2322223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Accepted: 02/19/2024] [Indexed: 03/07/2024]
Abstract
This mixed-method study aims to determine the effect of the use of mobile virtual patient application with narrated case-based virtual patients as an assistive technology on students' clinical reasoning skills. It makes a notable contribution by exploring the impact of mobile virtual patient applications on healthcare students' clinical skills and their preparation for real-world patient care. In addition, the accuracy of the analysis results regarding the effect on student achievement was analyzed with a second dataset tool, and thus, aiming to increase reliability by verifying the same research question with a different quantitative analysis technique. In the qualitative part of the study, students' views on the implementation were collected through an open-ended questionnaire and the data were subjected to content analysis. An achievement test was also developed to determine the development of students' clinical reasoning skills, which revealed that each of the learning environments had different outcomes regarding students' achievement and that supporting the traditional environment with the mobile virtual patient application yielded better results for increasing students' achievement. Students' opinions about the mobile virtual patient application and the process also support the increase in academic achievement aimed at measuring clinical reasoning skills. The content analysis showed that the students, who generally reported multiple positive factors related to the application, thought that the stories and cases presented created a perception of reality, and they especially highlighted the contribution of the application to learning the story organization. Based on all these results, it can be said that the application supports clinical reasoning, provides practical experience, improves academic achievement, and contributes positively to motivation.
Collapse
Affiliation(s)
- Levent Çetinkaya
- Department of Computer Education and Instructional Technology, Canakkale Onsekiz Universty, Canakkale, Türkiye
| | - İ̇lke Keser
- Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Gazi University, Ankara, Türkiye
| | - Serkan Yildirim
- Department of Computer Education and Instructional Technology, Ankara University, Ankara, Türkiye
| | - Hafize Keser
- Faculty of Educational Sciences, Department of Computer Education and Instructional Technology, Ankara University, Ankara, Türkiye
| |
Collapse
|
2
|
Liu W, Wei H, Wang C, Hua Z. Resilience and adaptation: a mixed-methods exploration of COVID-19's influence on neonatal residency education in China. BMC MEDICAL EDUCATION 2024; 24:654. [PMID: 38862921 PMCID: PMC11167867 DOI: 10.1186/s12909-024-05638-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2024] [Accepted: 06/06/2024] [Indexed: 06/13/2024]
Abstract
BACKGROUND This study aimed to assess the impact of the pandemic of the coronavirus disease 2019 (COVID-19) on neonatology residency training in a tertiary children's hospital in Chongqing, located in southwest China. Specifically, the study encompassed the effects on residents' education, lived experiences, well-being, and the quality of neonatal care delivered. As higher educational institutions adapt to the post-COVID-19 era after the pandemic disruption, it is imperative that educational designers/academics learn from their experiences and challenges in curriculum design and delivery, ensuring quality and relevance in education. METHODS This study employed a mixed-methods approach to investigate the influence of the COVID-19 pandemic on neonatology residency training at a tertiary children's hospital in Chongqing. The first phase surveyed residents' perceptions and experiences of their clinical education and well-being during the crisis. The second phase compared the quality of neonatal care between the pre-pandemic and pandemic periods. RESULTS The survey of 123 neonatology residents examines the effects of COVID-19 on their learning, training, and mental health. The survey showed that most residents adapted well to the situation. Still, some faced challenges in their clinical education and experiences, such as reduced clinical exposure and opportunities to see rare diseases and conditions. A retrospective analysis of clinical data revealed that 7,151 neonates were admitted to the neonatology department during the study period. There was a 27.6% decrease in neonatal admissions during COVID-19, with more premature births and transfers. Residents conducted fewer clinical procedures but managed more complex cases. During COVID, hospital stays and costs were higher, but antibiotic use was lower. Although the case-mix index (CMI) score increased during the pandemic (1.25 vs. 1.18, p < 0.05), there was no significant difference in the rates of readmission within 7 days or poor prognosis. CONCLUSIONS Despite reduced clinical exposure, the quality of neonatal care was maintained through innovative training methods that enhanced comprehensive residency programs. The study suggested that neonatology residency education remained effective and resilient during the crisis. Exceptional health professional education is vital to train qualified physicians and enhance healthcare systems for future challenges.
Collapse
Affiliation(s)
- Weiqin Liu
- Department of Neonatology, National Clinical Research Center for Child Health and Disorders, Ministry of Education Key Laboratory of Child Development and Disorders, Children's Hospital of Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Child Neurodevelopment and Cognitive Disorders, Chongqing, China
- Faculty of Internal Medicine, The Pediatric College, Chongqing Medical University, Chongqing, China
- National Demonstration Base for Standardized Residency Training, Chongqing, China
| | - Hong Wei
- Department of Neonatology, National Clinical Research Center for Child Health and Disorders, Ministry of Education Key Laboratory of Child Development and Disorders, Children's Hospital of Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Child Neurodevelopment and Cognitive Disorders, Chongqing, China
- Faculty of Internal Medicine, The Pediatric College, Chongqing Medical University, Chongqing, China
| | - Chunyi Wang
- Department of Neonatology, National Clinical Research Center for Child Health and Disorders, Ministry of Education Key Laboratory of Child Development and Disorders, Children's Hospital of Chongqing Medical University, Chongqing, China
- National Demonstration Base for Standardized Residency Training, Chongqing, China
| | - Ziyu Hua
- Department of Neonatology, National Clinical Research Center for Child Health and Disorders, Ministry of Education Key Laboratory of Child Development and Disorders, Children's Hospital of Chongqing Medical University, Chongqing, China.
- Chongqing Key Laboratory of Child Neurodevelopment and Cognitive Disorders, Chongqing, China.
- Faculty of Internal Medicine, The Pediatric College, Chongqing Medical University, Chongqing, China.
| |
Collapse
|
3
|
Li Z, Asoodar M, de Jong N, Keulers T, Liu X, Dolmans D. Perception of enhanced learning in medicine through integrating of virtual patients: an exploratory study on knowledge acquisition and transfer. BMC MEDICAL EDUCATION 2024; 24:647. [PMID: 38858668 PMCID: PMC11165759 DOI: 10.1186/s12909-024-05624-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 06/03/2024] [Indexed: 06/12/2024]
Abstract
INTRODUCTION Virtual Patients (VPs) have been shown to improve various aspects of medical learning, however, research has scarcely delved into the specific factors that facilitate the knowledge gain and transfer of knowledge from the classroom to real-world applications. This exploratory study aims to understand the impact of integrating VPs into classroom learning on students' perceptions of knowledge acquisition and transfer. METHODS The study was integrated into an elective course on "Personalized Medicine in Cancer Treatment and Care," employing a qualitative and quantitative approach. Twenty-two second-year medical undergraduates engaged in a VP session, which included role modeling, practice with various authentic cases, group discussion on feedback, and a plenary session. Student perceptions of their learning were measured through surveys and focus group interviews and analyzed using descriptive statistics and thematic analysis. RESULTS Quantitative data shows that students highly valued the role modeling introduction, scoring it 4.42 out of 5, and acknowledged the practice with VPs in enhancing their subject matter understanding, with an average score of 4.0 out of 5. However, students' reflections on peer dialogue on feedback received mixed reviews, averaging a score of 3.24 out of 5. Qualitative analysis (of focus-group interviews) unearthed the following four themes: 'Which steps to take in clinical reasoning', 'Challenging their reasoning to enhance deeper understanding', 'Transfer of knowledge ', and ' Enhance Reasoning through Reflections'. Quantitative and qualitative data are cohered. CONCLUSION The study demonstrates evidence for the improvement of learning by incorporating VPs with learning activities. This integration enhances students' perceptions of knowledge acquisition and transfer, thereby potentially elevating students' preparedness for real-world clinical settings. Key facets like expert role modeling and various authentic case exposures were valued for fostering a deeper understanding and active engagement, though with some mixed responses towards peer feedback discussions. While the preliminary findings are encouraging, the necessity for further research to refine feedback mechanisms and explore a broader spectrum of medical disciplines with larger sample sizes is underscored. This exploration lays a groundwork for future endeavors aimed at optimizing VP-based learning experiences in medical education.
Collapse
Affiliation(s)
- Zhien Li
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands.
| | - Maryam Asoodar
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Nynke de Jong
- School of Health Professions Education, Department of Health Services Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Tom Keulers
- Department of Radiation Oncology (Maastro), GROW School for Oncology and Reproduction, Maastricht University Medical Centre, Maastricht, The Netherlands
| | - Xian Liu
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Diana Dolmans
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| |
Collapse
|
4
|
Wagner FL, Sudacka M, Kononowicz AA, Elvén M, Durning SJ, Hege I, Huwendiek S. Current status and ongoing needs for the teaching and assessment of clinical reasoning - an international mixed-methods study from the students` and teachers` perspective. BMC MEDICAL EDUCATION 2024; 24:622. [PMID: 38840110 PMCID: PMC11151606 DOI: 10.1186/s12909-024-05518-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2024] [Accepted: 05/06/2024] [Indexed: 06/07/2024]
Abstract
BACKGROUND Clinical reasoning (CR) is a crucial ability that can prevent errors in patient care. Despite its important role, CR is often not taught explicitly and, even when it is taught, typically not all aspects of this ability are addressed in health professions education. Recent research has shown the need for explicit teaching of CR for both students and teachers. To further develop the teaching and learning of CR we need to improve the understanding of students' and teachers' needs regarding content as well as teaching and assessment methods for a student and trainer CR curriculum. METHODS Parallel mixed-methods design that used web-surveys and semi-structured interviews to gather data from both students (nsurvey = 100; ninterviews = 13) and teachers (nsurvey = 112; ninterviews = 28). The interviews and surveys contained similar questions to allow for triangulation of the results. This study was conducted as part of the EU-funded project DID-ACT ( https://did-act.eu ). RESULTS Both the surveys and interview data emphasized the need for content in a clinical reasoning (CR) curriculum such as "gathering, interpreting and synthesizing patient information", "generating differential diagnoses", "developing a diagnostic and a treatment plan" and "collaborative and interprofessional aspects of CR". There was high agreement that case-based learning and simulations are most useful for teaching CR. Clinical and oral examinations were favored for the assessment of CR. The preferred format for a train-the-trainer (TTT)-course was blended learning. There was also some agreement between the survey and interview participants regarding contents of a TTT-course (e.g. teaching and assessment methods for CR). The interviewees placed special importance on interprofessional aspects also for the TTT-course. CONCLUSIONS We found some consensus on needed content, teaching and assessment methods for a student and TTT-course in CR. Future research could investigate the effects of CR curricula on desired outcomes, such as patient care.
Collapse
Affiliation(s)
- F L Wagner
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland.
| | - M Sudacka
- Center of Innovative Medical Education, Department of Medical Education, Jagiellonian University, Kraków, Poland
| | - A A Kononowicz
- Faculty of Medicine, Department of Bioinformatics and Telemedicine, Jagiellonian University, Kraków, Poland
| | - M Elvén
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
| | - S J Durning
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - I Hege
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - S Huwendiek
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland
| |
Collapse
|
5
|
Grajek JS, Rettschlag S, Schneider A, Schraven SP, Mlynski R, van Bonn SM. [Multidimensional formats of surgical anatomy in otorhinolaryngology student teaching-a comparison of effectivity]. HNO 2024; 72:357-366. [PMID: 38324064 PMCID: PMC11045569 DOI: 10.1007/s00106-024-01427-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/12/2024] [Indexed: 02/08/2024]
Abstract
BACKGROUND Technological change in healthcare and the digital transformation of teaching require innovations in student teaching in medicine. New technologies are needed to enable the delivery and use of diverse teaching and learning formats by educational institutions independent of time and place. The aim of this study is to analyze the effectiveness of different multidimensional formats in student teaching in surgical ENT medical anatomy. MATERIALS AND METHODS During the summer semester 2022 and winter semester 2022/2023, the digital teaching and learning program was expanded by testing different visualization formats (3D glasses, cardboards, or VR glasses) with students in the context of a highly standardized surgical procedure, namely cochlear implantation. A pre- and post-intervention knowledge assessment was carried out in all groups, followed by an evaluation. RESULTS Of 183 students, 91 students fully participated in the study. The post-intervention knowledge assessment showed a significant increase in correct answers regardless of visualization format. In a direct comparison, the operating room (OR) group answered correctly significantly more often than the cardboard group (p = 0.0424). The majority of students would like to see 3D teaching as an integral part of the teaching program (87.9%) and more streaming of live surgeries (93.4%). They see the use of the various technologies as a very good addition to conventional surgical teaching (72.5%), as good visualization (89%) increases retention (74.7%) and motivation (81.3%). CONCLUSION Application and use of new visualization technologies in everyday clinical practice is a promising approach to expanding student training. Mobile, interactive, and personalized technical formats can be adapted to the learning behavior of students. Last but not least, the use of new media influences learning motivation. An expansion of digital teaching and learning formats can be expressly recommended on the basis of this study.
Collapse
Affiliation(s)
- Jan S Grajek
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Stefanie Rettschlag
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Armin Schneider
- Jade Hochschule, Fachbereich Ingenieurwissenschaften, Friedrich-Paffrath-Str. 101, 26389, Wilhelmshaven, Deutschland
| | - Sebastian P Schraven
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Robert Mlynski
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Sara M van Bonn
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland.
| |
Collapse
|
6
|
Ko E, Choi YJ. Efficacy of a virtual nursing simulation-based education to provide psychological support for patients affected by infectious disease disasters: a randomized controlled trial. BMC Nurs 2024; 23:230. [PMID: 38584253 PMCID: PMC10999078 DOI: 10.1186/s12912-024-01901-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Accepted: 03/29/2024] [Indexed: 04/09/2024] Open
Abstract
BACKGROUND Virtual simulation-based education for healthcare professionals has emerged as a strategy for dealing with infectious disease disasters, particularly when training at clinical sites is restricted due to the risk of infection and a lack of personal protective equipment. This research evaluated a virtual simulation-based education program intended to increase nurses' perceived competence in providing psychological support to patients affected by infectious disease disasters. METHODS The efficacy of the program was evaluated via a randomized controlled trial. We recruited 104 nurses for participation in the study and allocated them randomly and evenly to an experimental group and a control group. The experimental group was given a web address through which they could access the program, whereas the control group was provided with a web address that directed them to text-based education materials. Data were then collected through an online survey of competence in addressing disaster mental health, after which the data were analyzed using the Statistical Package for the Social Sciences(version 23.0). RESULTS The analysis showed that the experimental group's disaster mental health competence (F = 5.149, p =.026), problem solving process (t = 3.024, p =.003), self-leadership (t = 2.063, p =.042), learning self-efficacy (t = 3.450, p =.001), and transfer motivation (t = 2.095, p =.039) significantly statistically differed from those of the control group. CONCLUSIONS A virtual nursing simulation-based education program for psychological support can overcome limitations of time and space. The program would also be an effective learning resource during infectious disease outbreaks. CLINICAL TRIAL REGISTRATION This Korean clinical trial was retrospectively registered (21/11/2023) in the Clinical Research Information Service ( https://cris.nih.go.kr ) with trial registration number KCT0008965.
Collapse
Affiliation(s)
- Eunjung Ko
- Chung-Ang University, Red Cross College of Nursing, Seoul, South Korea
| | - Yun-Jung Choi
- Chung-Ang University, Red Cross College of Nursing, Seoul, South Korea.
| |
Collapse
|
7
|
Padilha JM, Costa P, Sousa P, Ferreira A. Clinical virtual simulation: predictors of user acceptance in nursing education. BMC MEDICAL EDUCATION 2024; 24:299. [PMID: 38493087 PMCID: PMC10943828 DOI: 10.1186/s12909-024-05154-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Accepted: 02/09/2024] [Indexed: 03/18/2024]
Abstract
BACKGROUND Using virtual patients integrated in simulators expands students' training opportunities in healthcare. However, little is known about the usability perceived by students and the factors/determinants that predict the acceptance and use of clinical virtual simulation in nursing education. OBJECTIVES To identify the factors/determinants that predict the acceptance and use of clinical virtual simulation in learning in nursing education. METHODS Observational, cross-sectional, analytical study of the use of clinical virtual simulation in nursing to answer the research question: What factors/determinants predict the acceptance and use of a clinical virtual simulator in nursing education? We used a non-probabilistic sampling, more specifically a convenience sample of nursing degree students. The data were collected through a questionnaire adapted from the Technology Acceptance Model 3. In technology and education, the Technology Acceptance Model is a theoretical model that predicts the acceptance of the use of technology by users. RESULTS The sample comprised 619 nursing students, who revealed mean values of perceived usefulness (M = 5.34; SD = 1.19), ease of use (M = 4.74; SD = 1.07), and intention to use the CVS (M = 5.21; SD = 1.18), in a Likert scale of seven points (1-the worst and 7 the best possible opinion). This study validated the use of Technology Acceptance Model 3 adapted and tested the related hypotheses, showing that the model explains 62% of perceived utility, 32% of ease of use, and 54% of intention to use the clinical virtual simulation in nursing by nursing students. The adequacy of the model was tested by analysis of the direct effects of the relationships between the internal constructs (PU-BI, β = 0.11, p = 0.012; PEOU-BI, β = -0.11, p = 0.002) and the direct relations between some of the constructs internal to the Technology Acceptance Model 3 and the external determinants Relevance for learning and Enjoyability. In the proposed model, the external constructs that best predicted perceived usefulness, ease of use, and behaviour intention to use the clinical virtual simulation in nursing were Relevance for learning and Enjoyability. CONCLUSIONS These study results allowed us to identify relevance for learning and enjoyability as the main factors/determinants that predict the acceptance and use of clinical virtual simulation in learning in nursing.
Collapse
Affiliation(s)
- José Miguel Padilha
- Nursing School of Porto, CINTESIS@RISE, Porto, Portugal.
- Faculty of Medicine, University of Porto, Porto, Portugal.
| | - Patrício Costa
- Life and Health Sciences Research Institute (ICVS), School of Medicine, University of Minho, Braga, Portugal
- ICVS/3B's - PT Government Associate Laboratory, Braga/Guimarães, Portugal
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Paulino Sousa
- Nursing School of Porto, CINTESIS@RISE, Porto, Portugal
| | | |
Collapse
|
8
|
Dutt DDCS, Carr SE, Scott TM, Petsoglou C, Grigg J, Razavi H. Educators' consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design. MEDICAL TEACHER 2024; 46:387-398. [PMID: 37703439 DOI: 10.1080/0142159x.2023.2256956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/15/2023]
Abstract
BACKGROUND Ophthalmology education in medical school has historically neglected the impact of autonomous motivation on student learning and wellbeing. This study aimed to understand ophthalmology educators' consideration and application of student motivation in ophthalmology medical education. MATERIAL AND METHODS Lead ophthalmology educators from Australian and New Zealand medical schools participated in an online semi-structured in-depth interview. Interview transcripts were analysed using thematic analysis. Codes were generated and aligned into overarching themes. FINDINGS Six educators participated in the study. Five main themes arose from the transcripts: the lack of explicit consideration of student motivation, implicit consideration of motivation in curriculum design and in teaching practices, the impact of innovation on motivation and the relationship between teacher and student motivation. Participants also commented on trends in ophthalmology education including generalists' confidence in managing ophthalmic disease, the role of fundoscopy in medical education and time pressure on ophthalmology in medical schools. CONCLUSION There has only been an implicit instead of explicit consideration of motivation in ophthalmology education in medical school, which leaves an unfulfilled potential for teaching practices to impact the affective along with cognitive and metacognitive aspects of learning. This study highlights the need for motivation to be explicitly incorporated into the development of teaching practices and curriculum reform.
Collapse
Affiliation(s)
- Deepaysh D C S Dutt
- Health Professions Education, The University of Western Australia, Perth, Western Australia, Australia
| | - Sandra E Carr
- Health Professions Education, The University of Western Australia, Perth, Western Australia, Australia
| | - Tabitha M Scott
- Save Sight Institute, University of Sydney, Sydney, New South Wales, Australia
| | | | - John Grigg
- Save Sight Institute, University of Sydney, Sydney, New South Wales, Australia
- The Children's Hospital at Westmead, Eye Genetics Research Group, Children's Medical Research Institute, Sydney, New South Wales, Australia
- Genetic Medicine and Child and Adolescent Health, Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia
| | - Hessom Razavi
- Centre for Ophthalmology and Visual Science, The University of Western Australia, Perth, Western Australia, Australia
- Department of Ophthalmology, Lions Eye Institute, Perth, Western Australia, Australia
| |
Collapse
|
9
|
Shen J, Qi H, Mei R, Sun C. A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments. BMC MEDICAL EDUCATION 2024; 24:135. [PMID: 38347571 PMCID: PMC10863100 DOI: 10.1186/s12909-024-05080-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Accepted: 01/22/2024] [Indexed: 02/15/2024]
Abstract
BACKGROUND The swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions. METHODS A comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students' perceptions of both online and in-class TBL methodologies were also surveyed. RESULTS Both online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting. CONCLUSIONS Online TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.
Collapse
Affiliation(s)
- Jing Shen
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, 310058, Hangzhou, China.
| | - Hongyan Qi
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
| | - Ruhuan Mei
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
| | - Cencen Sun
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
| |
Collapse
|
10
|
Han F, Jin S. Evaluation of the combination of virtual simulation and in-person simulation among undergraduate nursing students: A mixed methods study. Nurse Educ Pract 2024; 75:103899. [PMID: 38277799 DOI: 10.1016/j.nepr.2024.103899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Revised: 12/28/2023] [Accepted: 01/12/2024] [Indexed: 01/28/2024]
Abstract
AIM This study aimed to evaluate the combination of virtual simulation and in-person simulation among undergraduate nursing students. BACKGROUND At present, in-person simulation is the main form of simulation in China. With the development of computer technology, computer-based virtual simulation is gradually applied in simulation and has shown unique advantages. However, simulation format that combines virtual simulation with in-person simulation is rare in China. DESIGN This was a mixed methods study, which applied a QUAN→qual sequential explanatory approach. METHODS In the quantitative phase, a non-randomized controlled trial (NRCT) was employed among 93 junior nursing students from nursing school of a university in China. Students from parallel classes 1, 2 and 3 (45 students) were selected as experimental group, while students from parallel classes 4, 5 and 6 (48 students) were selected as control group. The control group completed the in-person simulation, while the experimental group was required to complete both virtual simulation and in-person simulation. The students' performance in in-person simulation was evaluated by the teachers according to a demonstrating checklist. After simulation, Students were invited to answer the Students' Satisfaction and Self-confidence in Learning Scale (SSS), Educational Practices in Simulation Scale (EPSS) and Clinical Learning Environment Comparison Survey (CLECS). A descriptive qualitative study was conducted in qualitative phase. Ten students were recruited by a purposive sampling method from the experimental group and were interviewed by the researcher. A semi-structured interview method was used to conduct in-depth interviews with them. RESULTS The mean score of the students' performance in the experimental group was higher than that in the control group (63.00 vs 57.67). There were no significant differences in learning satisfaction, self-confidence and simulated practice score (except cooperation dimension) between the two groups (P>0.05). For experimental group, the total CLECS score in in-person simulation was higher than that in virtual simulation, which was 84.98±12.50 and 72.58±13.04 respectively and the difference was statistically significant (t=5.270, p<0.001). Ten students were interviewed in the qualitative phase. Through the interview, we have learned that students believed that virtual simulation combined with in-person simulation is helpful to enhance their knowledge, improve their learning confidence and help them develop non-technical skills (i.e., decision-making and critical thinking). CONCLUSION In-person simulation is the preferred form of simulation and virtual simulation is a beneficial supplement to in-person simulation. The combination of the two is suggested to be introduced into the simulation curriculum for undergraduate nursing students.
Collapse
Affiliation(s)
- Fengping Han
- Laboratory Center, School of Nursing, Peking University, Beijing, China
| | - Sanli Jin
- Division of Medical & Surgical Nursing, School of Nursing, Peking University, Beijing, China.
| |
Collapse
|
11
|
Verkuyl M, Violato E, Harder N, Southam T, Lavoie-Tremblay M, Goldsworthy S, Ellis W, Campbell SH, Atack L. Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation. Adv Simul (Lond) 2024; 9:3. [PMID: 38200615 PMCID: PMC10782638 DOI: 10.1186/s41077-023-00276-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Accepted: 12/26/2023] [Indexed: 01/12/2024] Open
Abstract
BACKGROUND As we experience a shortage of healthcare providers in Canada, it has become increasingly challenging for healthcare educators to secure quality clinical placements. We evaluated the impact of virtual simulations created for the virtual work-integrated learning (Virtu-WIL) program, a pan-Canadian project designed to develop, test, and offer virtual simulations to enrich healthcare clinical education in Canada. Evaluation was important since the virtual simulations are freely available through creative commons licensing, to the global healthcare community. METHODS Students self-reported their experiences with the virtual simulations and the impact on their readiness for practice using a survey that included validated subscales. Open-ended items were included to provide insight into the students' experiences. RESULTS The evaluation included 1715 Nursing, Paramedicine and Medical Laboratory students enrolled in the Virtu-WIL program from 18 post-secondary universities, colleges, and institutions. Results showed most students found the virtual simulations engaging helped them learn and prepare for clinical practice. A key finding was that it is not sufficient to simply add virtual simulations to curriculum, careful planning and applying simulation pedagogy are essential. CONCLUSION Virtual simulation experiences are increasingly being used in healthcare education. Results from this rigorous, large-scale evaluation identified ways to enhance the quality of these experiences to increase learning and to potentially decrease the number of hours healthcare students need in clinical practice to meet professional competencies. Further research is needed regarding many aspects of virtual simulations and, in particular, curriculum integration and the timing or sequencing of virtual simulations to best prepare students for practice.
Collapse
Affiliation(s)
- Margaret Verkuyl
- School of Community and Health Studies, Centennial College, P.O. Box 631, Station A, Toronto, Ontario, M1K 5E9, Canada.
| | - Efrem Violato
- Centre for Advanced Medical Simulation, Northern Alberta Institute of Technology, 11762 - 106 Street, Edmonton, Alberta, T5G 2R1, Canada
| | - Nicole Harder
- College of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba, R3T 2N2, Canada
| | - Theresa Southam
- Teaching and Learning Centre, Selkirk College, 301 Frank Beinder Way, Castlegar, British Columbia, V1N 4L3, Canada
| | - Mélanie Lavoie-Tremblay
- Faculty of Nursing, University of Montreal, Pavillon Marguerite-d'Youville, 2375, chemin de la Côte Sainte-Catherine, Bureau 2089, Montréal, QC, H3T 1A8, Canada
| | - Sandra Goldsworthy
- School of Nursing and Midwifery, Mount Royal University, 4925, Mount Royal Gate SW, Calgary, Alberta, T3E 6K6, Canada
| | - Wendy Ellis
- Sally Horsfall Eaton School of Nursing, George Brown College, 51 Dockside Drive, Toronto, Ontario, M5A 1B6, Canada
| | - Suzanne H Campbell
- School of Nursing, The University of British Columbia, T201-2211, Wesbrook Mall, Vancouver, British Columbia, V6T 2B5, Canada
| | - Lynda Atack
- School of Community and Health Studies, Centennial College, P.O. Box 631, Station A, Toronto, Ontario, M1K 5E9, Canada
| |
Collapse
|
12
|
Iancu I, Zehavi L, Draznin B. Virtual Patient Simulation Offers an Objective Assessment of CME Activity by Improving Clinical Knowledge and the Levels of Competency of Healthcare Providers. JOURNAL OF CME 2023; 12:2166717. [PMID: 36969489 PMCID: PMC10031796 DOI: 10.1080/28338073.2023.2166717] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
The main goal of continuing medical education (CME) is to help healthcare providers (HCP) improve their knowledge and levels of competency with an ultimate enhancement of their performance in practice. Despite the long and well-intentional history of CME, the proof of success (based on improved clinical outcomes) is difficult to obtain objectively. In the past several years, the traditional CME world has been disrupted by replacing multiple-choice questions with virtual simulation. We utilised an innovative, next-generation virtual patient simulation (VPS) platform to develop objective measures to assess the success of educational activities that can be applied to the CME. This VPS platform was used at five distinct educational events designed to assess learners' knowledge and competency in the guideline-driven management of Type 2 diabetes, hyperlipidaemia, and hypertension. A total of 432 learners (medical doctors, nurse practitioners, and clinical pharmacists) participated in these educational events of whom 149 went through two consecutive cases with a similar clinical picture and educational goals. Their ability to achieve glycaemic, lipid, and blood pressure control improved significantly as they moved from the first to the second case. The participants improved their test performance in all categories - between 5 and 38%, achieving statistically significant increases in the many goals examined. In conclusion, this study employed the pioneering application of technology to produce, collect and analyse the VPS data to evaluate objectively educational activities. This VPS platform allows not only an objective assessment of the effectiveness of the CME activity but also provides timely and helpful feedback to both learners and providers of a given educational event.
Collapse
Affiliation(s)
| | | | - Boris Draznin
- Division of Endocrinology, Diabetes and Metabolism, University of Colorado Anschutz Medical Campus, School of Medicine, Aurora, CO, USA
| |
Collapse
|
13
|
Kim KJ, Kim G, Kang Y. Faculty perceptions and use of e-learning resources for medical education and future predictions. KOREAN JOURNAL OF MEDICAL EDUCATION 2023; 35:325-334. [PMID: 38062680 PMCID: PMC10704051 DOI: 10.3946/kjme.2023.270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 09/15/2023] [Accepted: 10/05/2023] [Indexed: 12/18/2023]
Abstract
PURPOSE This study aims to investigate medical faculties' perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education. METHODS This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data. RESULTS Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients. CONCLUSION Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.
Collapse
Affiliation(s)
- Kyong-Jee Kim
- Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea
| | - Giwoon Kim
- Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Bucheon, Korea
| | - Youngjoon Kang
- Department of Medical Education, Institute for Medical Science, Jeju National University School of Medicine, Jeju, Korea
| |
Collapse
|
14
|
Oettle M, Büttner M, Forster M, Gajdi L, Mücke J, Nieto A, Heuser S, Huber J, Walter F, Corradini S, Niyazi M, Belka C, Dreyling M, Fischer MR, Fleischmann DF. Principles of oncology taught in a one-week course. J Cancer Res Clin Oncol 2023; 149:17071-17079. [PMID: 37750957 PMCID: PMC10657289 DOI: 10.1007/s00432-023-05377-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 08/29/2023] [Indexed: 09/27/2023]
Abstract
BACKGROUND Growing challenges in oncology require evolving educational methods and content. International efforts to reform oncology education are underway. Hands-on, interdisciplinary, and compact course formats have shown great effectiveness in the education of medical students. Our aim was to establish a new interdisciplinary one-week course on the principles of oncology using state-of-the-art teaching methods. METHODS In an initial survey, medical students of LMU Munich were questioned about their current level of knowledge on the principles of oncology. In a second two-stage survey, the increase in knowledge resulting from our recently established interdisciplinary one-week course was determined. RESULTS The medical students' knowledge of clinically important oncological topics, such as the diagnostic workup and interdisciplinary treatment options, showed a need for improvement. Knowledge of the major oncological entities was also in an expandable state. By attending the one-week course on the principles of oncology, students improved their expertise in all areas of the clinical workup in oncology and had the opportunity to close previous knowledge gaps. In addition, students were able to gain more in-depth clinical knowledge on the most common oncological entities. CONCLUSION The interdisciplinary one-week course on the principles of oncology proved to be an effective teaching method to expand the knowledge of the future physicians to an appropriate level. With its innovative and interdisciplinary approach, the one-week course could be used as a showcase project for the ongoing development of medical education in Germany.
Collapse
Affiliation(s)
- Matthias Oettle
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Medicine III, University Hospital, LMU Munich, Munich, Germany
| | - Marcel Büttner
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Marie Forster
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Laura Gajdi
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Johannes Mücke
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Alexander Nieto
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Sonja Heuser
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Johanna Huber
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Franziska Walter
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Stefanie Corradini
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Maximilian Niyazi
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany
| | - Claus Belka
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany
- Bavarian Cancer Research Center (BZKF), Munich, Germany
| | - Martin Dreyling
- Department of Medicine III, University Hospital, LMU Munich, Munich, Germany
| | - Martin R Fischer
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Daniel F Fleischmann
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany.
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany.
- German Cancer Research Center (DKFZ), Heidelberg, Germany.
| |
Collapse
|
15
|
Taliaferro LA, Westers NJ, Matsumiya B, Ingraham K, Muehlenkamp JJ, Hughes CE. Improving capacity to identify, assess, and manage adolescents engaging in non-suicidal self-injury using patient avatars. MEDICAL TEACHER 2023; 45:1283-1289. [PMID: 37232295 DOI: 10.1080/0142159x.2023.2216861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
PURPOSE We developed and evaluated a training comprising a didactic and virtual practice session with human-guided patient avatars to increase pediatric residents' competence to identify and assess non-suicidal self-injury (NSSI) and suicide risk. METHODS Thirty pediatric residents at three children's hospitals in Florida participated in the training and completed pre-, one-month post-, and three-months post-training surveys. One-way repeated measures ANOVA with post-hoc comparisons determined changes in confidence, comfort, behavioral intentions, attitudes, knowledge, and behavior over time. Qualitative responses provided feedback on the training, especially the novel practice session with adolescent patient avatars. RESULTS Three-months post-training residents expressed significantly greater confidence in talking to adolescents who self-injure, applying the SOARS method to assess self-injury, and assessing functions/reasons for self-injury; reported feeling significantly more comfortable asking about self-injury, well-equipped to handle the emotional aspects of self-injury, and comfortable treating adolescents who self-injure; reported greater behavioral intentions to talk to adolescents about self-injury, assess an adolescent's stage of change for stopping self-injury, and provide brief interventions for adolescents who self-injure; and used SOARS to evaluate current NSSI with a greater proportion of adolescent patients. Qualitative feedback expressed positive perceptions, especially related to the virtual-reality role-play session. CONCLUSIONS Incorporating an interactive, human-guided virtual experience using role-playing and feedback with patient avatars represents a viable option comparable to using typical standardized patients to expand the scalability of NSSI trainings for pediatric residents, especially when they occur virtually.
Collapse
Affiliation(s)
- Lindsay A Taliaferro
- Department of Population Health Sciences, College of Medicine, University of Central Florida, Orlando, FL, USA
| | | | | | - Kate Ingraham
- College of Community Innovation and Education, University of Central Florida, Orlando, FL, USA
| | | | - Charles E Hughes
- Department of Computer Science, University of Central Florida, Orlando, FL, USA
| |
Collapse
|
16
|
Elnaga HHA, Ahmed MB, Fathi MS, Eissa S. Virtual versus paper-based PBL in a pulmonology course for medical undergraduates. BMC MEDICAL EDUCATION 2023; 23:433. [PMID: 37312103 DOI: 10.1186/s12909-023-04421-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Accepted: 06/01/2023] [Indexed: 06/15/2023]
Abstract
BACKGROUND Problem-based learning (PBL) remains a valid and effective tool for small-group medical education. Using Virtual patients (VP) case simulation in PBL is a recognizable educational method that has successfully prepared students to focus learning on core information that uses realistic patient-based cases relating to everyday clinical scenarios. Using other modalities as the virtual patient in PBL instead of the paper-based methods remains debatable. This study aimed to evaluate the effectiveness of using VP case simulation mannequin in PBL versus the PBL in paper-based cases in improving the cognitive skills by comparing the grades of a multiple-choice question test and assess its ability to reach students' satisfaction using questionnaire with Likert survey instrument. METHODS The study was conducted on 459 fourth-year medical students studying in the pulmonology module of the internal medicine course, Faculty of Medicine, October 6 University. All students were divided into 16 PBL classes and randomly divided into groups A and B by simple manual randomization. The groups were parallel with a controlled cross-over study between paper-based and virtual patient PBL. RESULTS The pre-test showed no significant difference between both, while post-test scores were significantly higher in both VP PBL cases 1 discussing COPD (6.25 ± 0.875) and case 2 discussing pneumonia (6.56 ± 1.396) compared to paper-based PBL (5.29 ± 1.166, 5.57 ± SD1.388, respectively) at p < 0.1 When students in Group A experienced PBL using VP in case 2 after paper-based PBL in case 1, their post-test score improved significantly. (from 5.26 to 6.56, p < .01). Meanwhile, there was a significant regression in the post-test score of the students in Group B when they experienced the paper-based PBL session in case 2 after using PBL using VP in case 1, (from 6.26 to 5.57, p < .01). Most of the students recommended using VP in PBL as they found VP was more engaging and inducing concentration in gathering the information needed to characterize the patient's problem than in a classroom- paper-based cases session. They also enjoyed the teaching of the instructor and found it a suitable learning style for them. CONCLUSION Implementing virtual patients in PBL increased knowledge acquisition and understanding in medical students and was more motivating for students than paper based PBL to gather the needed information.
Collapse
Affiliation(s)
- Heba H Abo Elnaga
- Department of Pulmonary, Faculty of Medicine, October 6 University, 28C, Opera City Compound, Sheikh Zayed Giza, Egypt.
| | - Manal Basyouni Ahmed
- Department of Medical Biochemistry and Molecular Biology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
- Medical Education Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Marwa Saad Fathi
- Medical Education Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
- Department of Medical Microbiology and Immunology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Sanaa Eissa
- Department of Medical Biochemistry and Molecular Biology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
- Medical Education Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
| |
Collapse
|
17
|
Yadav V, Shrivastava T, Naqvi WM, Bhurane A. A Study to Design a Learning Tool “Virtual Patient” for Functional Diagnosis and Clinical Reasoning of Respiratory Dysfunction in the Undergraduate Physiotherapy Curriculum. Cureus 2023; 15:e35867. [PMID: 37033572 PMCID: PMC10078189 DOI: 10.7759/cureus.35867] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Accepted: 03/07/2023] [Indexed: 03/09/2023] Open
Abstract
The aim of the present study was to develop and design software-based "virtual patient" for learning functional diagnosis with clinical reasoning of respiratory dysfunction based on need analysis and perception of faculty and student on utility in the undergraduate physiotherapy curriculum. The objective of the study was to design a framework of a respiratory case scenario that includes personal details, history taking, physical examination, differential diagnosis, investigations, functional impairment, and diagnosis, design a prototype of the virtual patient case scenario using software in a virtual environment created in oculus quest, obtain faculty and student feedback, and analyze the feedback. The result of the study obtained on feedback analysis suggests that the virtual patient case scenario (prototype) contains the relevant information in an organized and sequenced manner. The virtual patient case scenario on the virtual reality platform will be helpful as a teaching and learning modality. The study concluded that the present virtual simulated case scenario (prototype) with more cases helps to develop functional diagnosis and clinical reasoning skills as a part of the undergraduate physiotherapy curriculum.
Collapse
|
18
|
Qaisar R, Bouzoubaa H, Lajane H, Lamiri A, Benchadlia F, Abidi O, Khyati A. Comparison of Learning Facilitated by Traditional and Virtual Case Studies for Teaching the Nursing Approach to Care. Open Nurs J 2023. [DOI: 10.2174/18744346-v17-230223-2022-151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Aim:
The objective of this study is to investigate the adoption of these two strategies for teaching the steps of the care process to Moroccan nursing students. We attempt to answer the following questions: What is the preference of nursing students between traditional case studies and virtual case studies? What are their suggestions for improving teaching practices? According to their point of view, which of the teaching strategies is more conducive to the appropriation of knowledge and the development of skills related to the care process?
Background:
Case-based learning has long been one of the active teaching strategies widely used by nursing educators. However, the constraints inherent to traditional case study learning have prompted educators to seek alternative teaching practices. Today, virtual case studies are recognised as one of the most recommended and innovative teaching approaches to address these constraints in the nursing context.
Objective:
the present study aims to explore students' perceptions of traditional case studies and virtual case studies as facilitated learning methods for teaching the nursing process.
Methods:
We conducted a questionnaire survey at the Higher Institute of Nursing Professions and Health Techniques Casablanca in 2021 among first-year polyvalent nursing students. The course ‘Conceptualization and Care Planning’ was taught based on these two different pedagogies.
Results:
Comparing the means via a t-test of the paired samples showed that there was a significant difference for all items (p-value<0.005) between learning facilitated by traditional case studies and virtual case studies.
Conclusion:
These results demonstrate that virtual case studies are an innovative and well-received educational tool for nursing students compared to traditional case studies.
Collapse
|
19
|
Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review. PHARMACY 2023; 11:pharmacy11010008. [PMID: 36649018 PMCID: PMC9844304 DOI: 10.3390/pharmacy11010008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 12/23/2022] [Accepted: 12/29/2022] [Indexed: 01/05/2023] Open
Abstract
Computer-based simulations may represent an innovative, flexible, and cost-efficient training approach that has been underutilised in pharmacy practice education. This may need to change, with increasing pressure on clinical placement availability, COVID-19 restrictions, and economic pressures to improve teaching efficiency. This systematic narrative review summarises various computer-based simulations described in the pharmacy practice education literature, identifies the currently available products, and highlights key characteristics. Five major databases were searched (Medline, CINAHL, ERIC, Education Source and Embase). Authors also manually reviewed the publication section of major pharmacy simulator websites and performed a citation analysis. We identified 49 studies describing 29 unique simulators, which met the inclusion criteria. Only eight of these simulators were found to be currently available. The characteristics of these eight simulators were examined through the lens of eight main criteria (feedback type, grading, user play mode, cost, operational requirement, community/hospital setting, scenario sharing option, and interaction elements). Although a number of systems have been developed and trialled, relatively few are available on the market, and each comes with benefits and drawbacks. Educators are encouraged to consider their own institutional, professional and curriculum needs, and determine which product best aligns with their teaching goals.
Collapse
|
20
|
Verkuyl M, Taplay K, Job T, O'Keefe-McCarthy S, Atthill S, Goldsworthy S, Atack L. An educator's toolkit for virtual simulation: A usability study. NURSE EDUCATION TODAY 2022; 119:105600. [PMID: 36265210 DOI: 10.1016/j.nedt.2022.105600] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Revised: 09/16/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The rapid change brought on by COVID-19 meant that many educators adopted virtual simulation quickly, often without having a strong background in the pedagogical principles of virtual simulation. To address this resource gap, a team of 21 Ontario virtual simulation-experienced educators created the freely available, online, interprofessional Virtual Simulation Educator's Toolkit. The Toolkit provides the theory, practical strategies and resources needed to teach effectively with virtual simulation. Because the Toolkit would include new content, resources and numerous untested design elements, the team conducted a usability test. DESIGN A usability study, that followed a three-step process, was conducted. Participants were asked to carefully review the Toolkit, including all interactive components and complete an online survey based on the Technology Acceptance Model, to measure the ease of use and utility of the Toolkit. Lastly, participants were interviewed. PARTICIPANTS In keeping with sampling principles for usability studies, twenty experienced virtual simulation educators from different disciplines participated in the study. METHODS A validated survey and one-on-one interviews were used to measure educators' perceptions of the ease of use and utility of the Toolkit and their recommendations to improve it. Quantitative data were analyzed using descriptive statistics and qualitative data were coded and themes developed. CONCLUSION The score of 90 % on the Toolkit Experience Survey indicated that participants found the Toolkit both easy to use and useful. Results from the interviews indicated that a practical, accessible professional development tool is urgently needed to support education with virtual simulation. Because the Toolkit introduces educators to different ways of implementing virtual simulation, as well as options, process considerations, and tools to enhance their teaching with virtual simulation, different disciplines and educators with different levels of simulation experience may benefit by using it.
Collapse
Affiliation(s)
- Margaret Verkuyl
- Centennial College, P.O. Box 631 Station A4, Toronto, ON M1K 5E9, Canada.
| | - Karyn Taplay
- Brock University, 1812 Sir Isaac Brockway, St. Catharines, Ontario L2S 3A1, Canada.
| | - Treva Job
- Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, Canada.
| | | | - Stephanie Atthill
- Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, Canada.
| | | | - Lynda Atack
- Centennial College, P.O. Box 631 Station A4, Toronto, ON M1K 5E9, Canada
| |
Collapse
|
21
|
Salcedo D, Regan J, Aebersold M, Lee D, Darr A, Davis K, Berrocal Y. Frequently Used Conceptual Frameworks and Design Principles for Extended Reality in Health Professions Education. MEDICAL SCIENCE EDUCATOR 2022; 32:1587-1595. [PMID: 36532382 PMCID: PMC9755380 DOI: 10.1007/s40670-022-01620-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/25/2022] [Indexed: 06/17/2023]
Abstract
Health professions education (HPE) has witnessed a dramatic increase in the use of extended reality (XR), but there is limited evidence that conceptual frameworks are being effectively employed in the design and implementation of XR. This paper introduces commonly utilized conceptual frameworks that can support the integration of XR into the learning process and design principles that can be helpful for the development and evaluation of XR educational applications. Each framework and design principle is summarized briefly, followed by a description of its applicability to XR for HPE and an example of such application.
Collapse
Affiliation(s)
- Daniel Salcedo
- Case Western Reserve University School of Medicine, Cleveland, OH 44106 USA
| | - Jenna Regan
- Department of Health Sciences Education and Pathology, University of Illinois College of Medicine, Peoria, IL 61605 USA
| | | | - Deborah Lee
- University of Michigan School of Nursing, Ann Arbor, MI 48106 USA
| | - Andrew Darr
- Department of Health Sciences Education and Pathology, University of Illinois College of Medicine, Peoria, IL 61605 USA
| | - Katie Davis
- University of Michigan School of Nursing, Ann Arbor, MI 48106 USA
| | - Yerko Berrocal
- Alice L. Walton School of Medicine, Bentonville, AR 72712 USA
| |
Collapse
|
22
|
Frenk J, Chen LC, Chandran L, Groff EOH, King R, Meleis A, Fineberg HV. Challenges and opportunities for educating health professionals after the COVID-19 pandemic. Lancet 2022; 400:1539-1556. [PMID: 36522209 PMCID: PMC9612849 DOI: 10.1016/s0140-6736(22)02092-x] [Citation(s) in RCA: 55] [Impact Index Per Article: 27.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 08/17/2022] [Accepted: 10/14/2022] [Indexed: 11/06/2022]
Abstract
The education of health professionals substantially changed before, during, and after the COVID-19 pandemic. A 2010 Lancet Commission examined the 100-year history of health-professional education, beginning with the 1910 Flexner report. Since the publication of the Lancet Commission, several transformative developments have happened, including in competency-based education, interprofessional education, and the large-scale application of information technology to education. Although the COVID-19 pandemic did not initiate these developments, it increased their implementation, and they are likely to have a long-term effect on health-professional education. They converge with other societal changes, such as globalisation of health care and increasing concerns of health disparities across the world, that were exacerbated by the pandemic. In this Health Policy, we list institutional and instructional reforms to assess what has happened to health-professional education since the publication of the Lancet Commission and how the COVID-19 pandemic altered the education process.
Collapse
Affiliation(s)
- Julio Frenk
- Office of the President, University of Miami, Coral Gables, FL, USA
| | | | - Latha Chandran
- Department of Medical Education and Department of Pediatrics, Miller School of Medicine, University of Miami, Miami, FL, USA.
| | - Elizabeth O H Groff
- Department of Public Health Sciences, University of Miami, Coral Gables, FL, USA
| | - Roderick King
- Department of Pediatrics and Department of Health Policy and Management, University of Maryland Medical System, Baltimore, MD, USA
| | - Afaf Meleis
- School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
| | | |
Collapse
|
23
|
Innes SI, Simpson JK. Empathy levels in Australian chiropractic students. THE JOURNAL OF CHIROPRACTIC EDUCATION 2022; 36:110-116. [PMID: 35294012 PMCID: PMC9536223 DOI: 10.7899/jce-21-16] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 05/12/2021] [Accepted: 09/13/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVE Empathy is an important modifiable quality of health care practitioners that relates to the quality of patient care. The educative process may adversely affect the empathy levels of health care students at key phases of training. This topic remains unexplored in chiropractic students to date. METHODS A voluntary and anonymous questionnaire was distributed to all chiropractic students in an Australian university-based program in April 2021. This questionnaire recorded age, sex, year of study, and Toronto Empathy Questionnaire scores. RESULTS Chiropractic student empathy scores approximated those of other Australian health care students. No statistical differences were found when comparing the mean scores of empathy levels across the 5 student cohorts. The empathy levels of female chiropractic students' were significantly higher than those of the male chiropractic students. CONCLUSION This study provides a baseline from which further explorations on empathy may be conducted in chiropractic students. This holds the potential to improve practitioners' quality of life and patient outcomes and for educators to identify subject matter that may negatively affect empathy levels.
Collapse
|
24
|
Hasan S, Zubaidi HA, Saidawi W. Assessing Pharmacy Student Performance and Perceptions on Counseling Skills Through a Simulated Telehealth Encounter. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8619. [PMID: 34507953 PMCID: PMC10159465 DOI: 10.5688/ajpe8619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 09/03/2021] [Indexed: 05/06/2023]
Abstract
Objective. To describe the implementation of a teleconferencing-based patient counseling role play assessment in a newly developed pharmacy communications course, assess student performance on the role play and compare it with other assessments, and measure student perceptions of and satisfaction with the experience.Methods. Eighteen cases were developed, each belonging to one of three interactions in community pharmacy: filling a new prescription, completing a refill, or handling a request for a nonprescription (ie, over-the-counter [OTC]) medication. A rubric was designed to evaluate each type of interaction. Student scores in various course assessments were tested and scores on the three cases were compared. Students also evaluated their experience and satisfaction of the assessment and effectiveness of the course.Results. Seventy-nine students completed the assessment, achieving a mean score of 17.4/20 (87%). Student scores in the counseling role play were similar among case types and positively correlated with other traditional assessments in the course. Despite internet connectivity issues and heightened student anxiety, 71% of students agreed that the assessment did not affect the quality of their counseling, and 74% agreed that the experience was comparable to traditional assessments. The telehealth activity led to enhanced perceived student knowledge and confidence in interviewing and counseling patients.Conclusion. Students attained high scores that were consistent with other assessments in the course. Students reported that the assessment did not affect the quality of their counseling and felt the setting and context were still authentic. The experience required dedicated preparation and organization but was successful in demonstrating overall student satisfaction and positive perceptions.
Collapse
Affiliation(s)
- Sanah Hasan
- Ajman University, Center of Medical and Bio-allied Health Sciences, College of Pharmacy and Health Sciences, Ajman, United Arab Emirates
| | - Hamzah Al Zubaidi
- University of Sharjah, College of Pharmacy, Sharjah, United Arab Emirates
| | - Ward Saidawi
- University of Sharjah, College of Pharmacy, Sharjah, United Arab Emirates
| |
Collapse
|
25
|
Jennebach J, Ahlers O, Simonsohn A, Adler M, Özkaya J, Raupach T, Fischer MR. Digital patient-centred learning in medical education: A national learning platform with virtual patients as part of the DigiPaL project. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc47. [PMID: 36310891 PMCID: PMC9585412 DOI: 10.3205/zma001568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Revised: 06/28/2022] [Accepted: 07/05/2022] [Indexed: 06/16/2023]
Abstract
Background: Due to the coronavirus pandemic, the medical faculties in the Federal Republic of Germany converted their curricula to digital formats on a large scale and very quickly in spring 2020 as an emergency measure. At the same time, a start was made on the nationwide exchange of digital teaching/learning materials via the online platform "LOOOP share" in order to save local resources. Among other things, virtual patient cases (VP) were shared across faculties for case-based learning, through which students can acquire clinical decision-making skills. Objectives: Within the framework of the cooperation project "National Learning Platforms for Digital Patient-Related Learning in Medical Studies" (DigiPaL), the usability of VPs for students and teachers should be improved, and the spectrum of disease patterns that are covered by VPs should be systematically expanded. Results: With the participation of many locations, a total of 150 VPs were developed by 96 case authors from 16 faculties, in addition to the existing 403 VPs. The thematic selection was made on the basis of criteria oriented to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). After completion, these VPs were also made available to all faculties for free use via "LOOOP share" and the CASUS learning platform. Discussion: Even after the pandemic, these developed VPs should be available to the faculties and thus make a lasting contribution to improve medical training in Germany - especially in light of digital teaching formats being expressly advocated on the basis of the adapted current Medical Licensure Act (ÄApprO). A possible application is interdisciplinary learning of clinical decision-making with the help of blended learning formats within the framework of a longitudinal curriculum. The large number of involved colleagues and faculties shows that the nationally coordinated development of VPs across faculties was commonly seen as useful.
Collapse
Affiliation(s)
- Jacqueline Jennebach
- Medizinischer Fakultätentag der Bundesrepublik Deutschland e.V., Geschäftsstelle, Berlin, Germany
| | - Olaf Ahlers
- Charité - Universitätsmedizin Berlin, Campus Virchow Klinikum, Klinik für Anästhesiologie m.S. operative Intensivmedizin CCM/CVK, LOOOP-Projekt, Berlin, Germany
| | - Angelika Simonsohn
- LMU-Klinikum, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany
| | | | - Julian Özkaya
- Medizinischer Fakultätentag der Bundesrepublik Deutschland e.V., Geschäftsstelle, Berlin, Germany
| | - Tobias Raupach
- Universitätsklinikum Bonn (AÖR), Institut für Medizindidaktik, Bonn, Germany
| | - Martin R. Fischer
- LMU-Klinikum, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany
| |
Collapse
|
26
|
Minnema J, Ernst A, van Eijnatten M, Pauwels R, Forouzanfar T, Batenburg KJ, Wolff J. A review on the application of deep learning for CT reconstruction, bone segmentation and surgical planning in oral and maxillofacial surgery. Dentomaxillofac Radiol 2022; 51:20210437. [PMID: 35532946 PMCID: PMC9522976 DOI: 10.1259/dmfr.20210437] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2021] [Revised: 04/21/2022] [Accepted: 04/25/2022] [Indexed: 12/11/2022] Open
Abstract
Computer-assisted surgery (CAS) allows clinicians to personalize treatments and surgical interventions and has therefore become an increasingly popular treatment modality in maxillofacial surgery. The current maxillofacial CAS consists of three main steps: (1) CT image reconstruction, (2) bone segmentation, and (3) surgical planning. However, each of these three steps can introduce errors that can heavily affect the treatment outcome. As a consequence, tedious and time-consuming manual post-processing is often necessary to ensure that each step is performed adequately. One way to overcome this issue is by developing and implementing neural networks (NNs) within the maxillofacial CAS workflow. These learning algorithms can be trained to perform specific tasks without the need for explicitly defined rules. In recent years, an extremely large number of novel NN approaches have been proposed for a wide variety of applications, which makes it a difficult task to keep up with all relevant developments. This study therefore aimed to summarize and review all relevant NN approaches applied for CT image reconstruction, bone segmentation, and surgical planning. After full text screening, 76 publications were identified: 32 focusing on CT image reconstruction, 33 focusing on bone segmentation and 11 focusing on surgical planning. Generally, convolutional NNs were most widely used in the identified studies, although the multilayer perceptron was most commonly applied in surgical planning tasks. Moreover, the drawbacks of current approaches and promising research avenues are discussed.
Collapse
Affiliation(s)
- Jordi Minnema
- Department of Oral and Maxillofacial Surgery/Pathology, Amsterdam UMC and Academic Centre for Dentistry Amsterdam (ACTA), Vrije Universiteit Amsterdam, 3D Innovationlab, Amsterdam Movement Sciences, Amsterdam, The Netherlands
| | - Anne Ernst
- Institute for Medical Systems Biology, University Hospital Hamburg-Eppendorf, Hamburg, Germany
| | - Maureen van Eijnatten
- Department of Oral and Maxillofacial Surgery/Pathology, Amsterdam UMC and Academic Centre for Dentistry Amsterdam (ACTA), Vrije Universiteit Amsterdam, 3D Innovationlab, Amsterdam Movement Sciences, Amsterdam, The Netherlands
| | - Ruben Pauwels
- Aarhus Institute of Advanced Studies, Aarhus University, Aarhus, Denmark
| | - Tymour Forouzanfar
- Department of Oral and Maxillofacial Surgery/Pathology, Amsterdam UMC and Academic Centre for Dentistry Amsterdam (ACTA), Vrije Universiteit Amsterdam, 3D Innovationlab, Amsterdam Movement Sciences, Amsterdam, The Netherlands
| | - Kees Joost Batenburg
- Department of Oral and Maxillofacial Surgery/Pathology, Amsterdam UMC and Academic Centre for Dentistry Amsterdam (ACTA), Vrije Universiteit Amsterdam, 3D Innovationlab, Amsterdam Movement Sciences, Amsterdam, The Netherlands
| | - Jan Wolff
- Department of Dentistry and Oral Health, Aarhus University, Vennelyst Boulevard, Aarhus, Denmark
| |
Collapse
|
27
|
Reeh SB, Kleinsorgen C, Schaper E, Volk HA, Tipold A. Key feature-cases as virtual patients in education of veterinary neurology. Front Vet Sci 2022; 9:911026. [PMID: 36061112 PMCID: PMC9437545 DOI: 10.3389/fvets.2022.911026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Accepted: 08/01/2022] [Indexed: 12/02/2022] Open
Abstract
To provide students of veterinary medicine with the necessary day 1 competences, e-learning offerings are increasingly used in addition to classical teaching formats such as lectures. For example, virtual patients offer the possibility of case-based, computer-assisted learning. A concept to teach and test clinical decision-making is the key feature (KF) approach. KF questions consist of three to five critical points that are crucial for the case resolution. In the current study usage, learning success, usability and acceptance of KF cases as neurological virtual patients should be determined in comparison to the long cases format. Elective courses were offered in winter term 2019/20 and summer term 2020 and a total of 38 virtual patients with neurological diseases were presented in the KF format. Eight cases were provided with a new clinical decision-making application (Clinical Reasoning Tool) and contrasted with eight other cases without the tool. In addition to the evaluation of the learning analytics (e.g., processing times, success rates), an evaluation took place after course completion. After 229 course participations (168 individual students and additional 61 with repeated participation), 199 evaluation sheets were completed. The average processing time of a long case was 53 min, while that of a KF case 17 min. 78% of the long cases and 73% of KF cases were successfully completed. The average processing time of cases with Clinical Reasoning Tool was 19 min. The success rate was 58.3 vs. 60.3% for cases without the tool. In the survey, the long cases received a ranking (1 = very good, 6 = poor) of 2.4, while KF cases received a grade of 1.6, 134 of the respondents confirmed that the casework made them feel better prepared to secure a diagnosis in a real patient. Flexibility in learning (n = 93) and practical relevance (n = 65) were the most frequently listed positive aspects. Since KF cases are short and highlight only the most important features of a patient, 30% (n = 70) of respondents expressed the desire for more specialist information. KF cases are suitable for presenting a wide range of diseases and for training students' clinical decision-making skills. The Clinical Reasoning Tool can be used for better structuring and visualizing the reasoning process.
Collapse
Affiliation(s)
- Solveig Brigitta Reeh
- Department of Small Animal Medicine and Surgery, University of Veterinary Medicine, Hannover, Germany
- *Correspondence: Solveig Brigitta Reeh
| | - Christin Kleinsorgen
- Center for E-Learning, Didactics and Educational Research, University of Veterinary Medicine, Hannover, Germany
| | - Elisabeth Schaper
- Center for E-Learning, Didactics and Educational Research, University of Veterinary Medicine, Hannover, Germany
| | - Holger Andreas Volk
- Department of Small Animal Medicine and Surgery, University of Veterinary Medicine, Hannover, Germany
| | - Andrea Tipold
- Department of Small Animal Medicine and Surgery, University of Veterinary Medicine, Hannover, Germany
| |
Collapse
|
28
|
Suárez A, Adanero A, Díaz-Flores García V, Freire Y, Algar J. Using a Virtual Patient via an Artificial Intelligence Chatbot to Develop Dental Students’ Diagnostic Skills. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148735. [PMID: 35886584 PMCID: PMC9319956 DOI: 10.3390/ijerph19148735] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 07/13/2022] [Accepted: 07/15/2022] [Indexed: 11/30/2022]
Abstract
Knowing how to diagnose effectively and efficiently is a fundamental skill that a good dental professional should acquire. If students perform a greater number of clinical cases, they will improve their performance with patients. In this sense, virtual patients with artificial intelligence offer a controlled, stimulating, and safe environment for students. To assess student satisfaction after interaction with an artificially intelligent chatbot that recreates a virtual patient, a descriptive cross-sectional study was carried out in which a virtual patient was created with artificial intelligence in the form of a chatbot and presented to fourth and fifth year dental students. After several weeks interacting with the AI, they were given a survey to find out their assessment. A total of 193 students participated. A large majority of the students were satisfied with the interaction (mean 4.36), the fifth year students rated the interaction better and showed higher satisfaction values. The students who reached a correct diagnosis rated this technology more positively. Our research suggests that the incorporation of this technology in dental curricula would be positively valued by students and would also ensure their training and adaptation to new technological developments.
Collapse
Affiliation(s)
- Ana Suárez
- Department of Preclinical Dentistry, School of Biomedical Sciences, Universidad Europea de Madrid, 28670 Madrid, Spain; (A.S.); (V.D.-F.G.); (Y.F.)
| | - Alberto Adanero
- Department of Clinical Dentistry, School of Biomedical Sciences, Universidad Europea de Madrid, 28670 Madrid, Spain;
- Correspondence:
| | - Víctor Díaz-Flores García
- Department of Preclinical Dentistry, School of Biomedical Sciences, Universidad Europea de Madrid, 28670 Madrid, Spain; (A.S.); (V.D.-F.G.); (Y.F.)
| | - Yolanda Freire
- Department of Preclinical Dentistry, School of Biomedical Sciences, Universidad Europea de Madrid, 28670 Madrid, Spain; (A.S.); (V.D.-F.G.); (Y.F.)
| | - Juan Algar
- Department of Clinical Dentistry, School of Biomedical Sciences, Universidad Europea de Madrid, 28670 Madrid, Spain;
| |
Collapse
|
29
|
Khan RA, Atta K, Sajjad M, Jawaid M. Twelve tips to enhance student engagement in synchronous online teaching and learning. MEDICAL TEACHER 2022; 44:601-606. [PMID: 33877950 DOI: 10.1080/0142159x.2021.1912310] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Synchronous learning is a component of online learning for engaging students in real-time. It is the nearest we can get to a live feeling in the e-environment. These sessions must be designed in a way to keep students continuously involved. This paper aims to provide health professional educators with tips for increasing student engagement in the online synchronous environment. The relevant literature regarding student engagement and synchronous online learning was reviewed and collated with the authors' own experiences, to formulate these tips. Health professional educators can use these tips to enhance student engagement in online synchronous classes.Increased student engagement in online sessions, means better learning. These tips have been tried and tested by the authors as being satisfactory for increasing student interest in synchronous sessions and hence providing an optimal learning experience online.
Collapse
Affiliation(s)
- Rehan Ahmed Khan
- Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan
| | - Komal Atta
- University Medical and Dental College, The University of Faisalabad, Faisalabad, Pakistan
- University College of Medicine, University of Lahore, Lahore, Pakistan
| | - Madiha Sajjad
- Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan
| | - Masood Jawaid
- University College of Medicine, University of Lahore, Lahore, Pakistan
| |
Collapse
|
30
|
Co M, John Yuen TH, Cheung HH. Using clinical history taking chatbot mobile app for clinical bedside teachings - A prospective case control study. Heliyon 2022; 8:e09751. [PMID: 35770149 PMCID: PMC9234591 DOI: 10.1016/j.heliyon.2022.e09751] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 05/12/2022] [Accepted: 06/15/2022] [Indexed: 10/28/2022] Open
Abstract
Introduction A novel chatbot mobile app for training of undergraduate medical students' clinical history taking skills was developed in 2021. Students were able to take clinical history from the virtual patient for bedside teaching. A case-control study was conducted to evaluate the effectiveness of learning with chatbot mobile app, versus conventional bedside teachings with real patients. Methods 132 final year medical students were randomized into two groups - Conventional bedside teaching with clinical history taken from a real patient, and Bedside teaching with clinical history taken from the Chatbot. Independent blinded assessment of students' history taking skills was conducted. Students' performance were assessed by standardized marking scheme. Results Median age was 23 years old (Range 21-30 years old). There were 62 female and 70 male students.64 students were randomized into conventional group while 68 students were randomized into the chatbot group. Baseline demographic data were comparable between the two groups.Blinded assessment of students' performance in clinical history taking were comparable between the conventional group and chatbot group (p > 0.05). Conclusion With the promising results we have demonstrated in this study, we believe training of history taking skills by chatbot will be a feasible alternative to conventional bedside teaching.
Collapse
Affiliation(s)
- Michael Co
- Centre for Education and Training, Department of Surgery, Queen Mary Hospital, University of Hong Kong, Hong Kong
| | | | - Ho Hung Cheung
- Centre for Education and Training, Department of Surgery, Queen Mary Hospital, University of Hong Kong, Hong Kong
| |
Collapse
|
31
|
Williams J, Murphy M, Garrow A. Development of a simulation placement in a pre-registration nursing programme. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2022; 31:549-554. [PMID: 35648672 DOI: 10.12968/bjon.2022.31.10.549] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND A 4-week simulation placement for first-year student nurses using an innovative blended approach was developed and delivered in one university. This was the first tariff-funded simulation placement in the UK for student nurses. AIMS To describe how this flexible simulation placement was developed, operated and adapted due to COVID-19 while exploring the student nurses' experiences and preparedness for practice. METHODS An anonymous online survey was undertaken and a placement evaluation was completed and compared with traditional clinical placement evaluations by previous students at the same point in their studies. RESULTS Students were as satisfied with the simulation placement as students who had attended real practice placements: 92% of students were satisfied with their simulated placement experience and 92% felt prepared for practice. CONCLUSION This simulated placement has been an acceptable replacement for traditional practice placements, particularly during the COVID-19 pandemic.
Collapse
Affiliation(s)
| | - Mark Murphy
- Senior Lecturer Clinical Simulation, Liverpool John Moores University
| | - Amanda Garrow
- Programme Lead MSc Pre-Registration Nursing, Liverpool John Moores University
| |
Collapse
|
32
|
Mediating Effects of Cognitive Load on the Relationship Between Learning Flow and Clinical Reasoning Skills in Virtual Simulation Learning. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2021.12.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
|
33
|
Hwang GJ, Chang CY, Ogata H. The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study. NURSE EDUCATION TODAY 2022; 108:105164. [PMID: 34627030 DOI: 10.1016/j.nedt.2021.105164] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2021] [Revised: 08/29/2021] [Accepted: 09/29/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In nursing education, knowledge and competence in conducting physical assessments are crucial. Therefore, physical assessment knowledge has become a fundamental and essential education program for nursing students. However, most of the current nursing courses are taught via a didactic teaching approach, making it difficult for students to think deeply about relevant issues due to the lack of interaction and context. This may, in turn, have an impact on learning effectiveness and clinical judgment. OBJECTIVE A virtual patient (VP)-based social learning approach is proposed to enhance nursing students' performance and clinical judgment in education programs. DESIGN A quasi-experiment method was adopted to evaluate the effectiveness of the proposed approach. PARTICIPANTS A total of 40 senior nursing students participated in the study (VP-based social learning approach group = 20, control group = 20). METHODS The study involved a pre- and post-test to examine students' learning achievements, self-efficacy, and communication skills. The experimental group adopted the VP-based learning approach, while the control group adopted the conventional didactic learning approach. ANCOVA was employed to compare the performances of the two groups. RESULTS The experimental results indicate that using a VP for learning can enhance students' learning achievements, self-efficacy, and communication skills. In addition, based on the analysis of the results, students generally believed that learning with a VP makes learning more enjoyable. CONCLUSION The VP-based social learning approach would be an effective strategy to train nursing students who have limited opportunities to experience real clinical situations, in particular during the COVID-19 pandemic.
Collapse
Affiliation(s)
- Gwo-Jen Hwang
- Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan.
| | - Ching-Yi Chang
- School of Nursing, College of Nursing, Taipei Medical University, 250 Wuxing Street, Taipei 11031, Taiwan.
| | - Hiroaki Ogata
- Academic Center for Computing and Media Studies and the Graduate School of Informatics, Kyoto University, Japan.
| |
Collapse
|
34
|
Guerrero JG, Tungpalan-Castro GM, Al Fergani B, Gomma NH, Hafiz AH, Pingue-Raguini M. Impact of high-fidelity and virtual simulation experiences on nurses’ acquired knowledge and skills for triaging suspected COVID-19 patients. COMPUTERS & EDUCATION: X REALITY 2022. [PMCID: PMC9679401 DOI: 10.1016/j.cexr.2022.100002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
|
35
|
Williams CR, Hubal R, Wolcott MD, Kruse A. Interactive Narrative Simulation as a Method for Preceptor Development. PHARMACY (BASEL, SWITZERLAND) 2021; 10:pharmacy10010005. [PMID: 35076570 PMCID: PMC8788483 DOI: 10.3390/pharmacy10010005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 12/20/2021] [Accepted: 12/24/2021] [Indexed: 11/30/2022]
Abstract
(1) Background: This proof-of-concept study assessed an interactive web-based tool simulating three challenging non-academic learning situations—student professionalism, cross-cultural interactions, and student well-being—as a means of preceptor development. (2) Methods: Three scripts focused on professionalism, cross-cultural interactions, and student well-being were developed and implemented using a commercial narrative tool with branching dialog. Delivered online, this tool presented each challenge to participants. Participants had up to four response options at each turn of the conversation; the choice of response influenced the subsequent conversation, including coaching provided at the resolution of the situation. Participants were invited to complete pre-activity, immediate post-activity, and one-month follow-up questionnaires to assess satisfaction, self-efficacy, engagement, and knowledge change with the tool. Knowledge was assessed through situational judgment tests (SJTs). (3) Results: Thirty-two pharmacist preceptors participated. The frequency of participants reflecting on challenging learning situations increased significantly one-month post-simulation. Participants affirmatively responded that the tool was time-efficient, represented similar challenges they encountered in precepting, was easily navigable, and resulted in learning. Self-efficacy with skills in managing challenging learning situations increased significantly immediately post-simulation and at a one-month follow-up. Knowledge as measured through SJTs was not significantly changed. (4) Conclusions: Preceptors found an interactive narrative simulation a relevant, time-efficient approach for preceptor development for challenging non-academic learning situations. Post-simulation, preceptors more frequently reflected on challenging learning situations, implying behavior change. Self-efficacy and self-report of knowledge increased. Future research is needed regarding knowledge assessments.
Collapse
Affiliation(s)
- Charlene R. Williams
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Asheville, NC 28804, USA
- Correspondence: ; Tel.: +1-828-250-3906
| | - Robert Hubal
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
| | - Michael D. Wolcott
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
| | - Abbey Kruse
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
| |
Collapse
|
36
|
Iancu I, Pozniak E, Draznin B. Virtual patient simulation platforms challenging traditional CME: Identification of gaps in knowledge in the management of Type 2 diabetes and Hyperlipidaemia. J Eur CME 2021; 10:1993430. [PMID: 34868735 PMCID: PMC8635625 DOI: 10.1080/21614083.2021.1993430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
As any other aspect of contemporary life, an old and established field of CME undergoes a transformation into a "digital age." Virtual patient simulation (VPS) has shown to be an interactive and efficient way of engaging healthcare professionals (HCP) in continuing medical education. VPS can identify gaps in knowledge and improve competence, using engaging, online tools. The Edocate VPS Platform has been developed by a group of physicians, education experts, and computer specialists. In this communication, we report the experience of several hundreds of HCP using the Edocate VPS application in the fields of type 2 diabetes (T2DM) and hyperlipidemia. The Edocate VPS application, displaying both simple and complex clinical situations, was presented to an international group of HCPs who had the task to perform physical exams, order lab and imaging tests, update the medical record with the right diagnoses, prescribe medications, and perform long-term follow-up through multiple visits. The HCPs received personalized, guideline-based, feedback on their actions. The analytical capabilities of the Edocate VPS platform run very deep and allow in-depth analysis of learners' competence in achieving the best outcomes, while teaching to apply a personalized approach, avoiding side effects of medications, and providing instantaneous access to the most current references in the field. The data collected from the program has shown significant gaps in knowledge and adherence to guidelines in the areas of management of T2DM and hyperlipidemia. Only about 50% of all participants achieved guideline-compatible glycemic control - namely HbA1c below 7%. Furthermore, only 41% of practicing physicians and 23% of family medicine residents achieved levels of LDL below 70 mg/dl in their virtual patients. In conclusion, the data presented in this communication strongly suggests that this novel simulation platform can enable medical organizations to create immersive VPS cases for their primary educational and CME efforts.
Collapse
Affiliation(s)
| | | | - Boris Draznin
- Division of Endocrinology, Metabolism and Diabetes, University of Colorado Anschutz Medical Campus School of Medicine, Aurora, CO, USA
| |
Collapse
|
37
|
Richardson CL, Chapman S, White S. Experiencing a virtual patient to practice patient counselling skills. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1593-1601. [PMID: 34895668 DOI: 10.1016/j.cptl.2021.09.048] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 07/07/2021] [Accepted: 09/15/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Virtual patients (VPs) are a safe and standardised method of simulating clinical environments but few studies have explored health care professional's experiences of learning via a VP. This study explored how users experienced and used a VP that aimed to teach the user to deliver non-vitamin K oral anticoagulant patient education. METHODS The study used semi-structured interviews with pharmacists and pre-registration trainees from a wider research study. Interview topics were based on key areas concerning VP use. Interviews were audio-recorded and transcribed verbatim before being analysed using the framework approach to thematic analysis. Ethical approval was granted by Keele University. RESULTS There was variation in the type and nature of use of the VP and in the reported learning, which included reinforcement of knowledge, an opportunity to promote reflection, and acquisition and application of knowledge to clinical, patient-facing interactions. The VP was seen as an adjunct to other education and training. The majority of users indicated that they used the VP more than once. Some users seemed to have gamified their learning with a drive to achieve perfect feedback rather than true engagement with the learning, whereas for others the learning appeared to be deep with a reflective focus. CONCLUSIONS The VP offered an educational use as experiential learning, although the users experienced the VP differently; commonly the VP facilitated learning via reinforcement of pre-existing knowledge. The users reported that the VP had value as an adjunct to other education and training resources.
Collapse
Affiliation(s)
| | - Stephen Chapman
- School of Pharmacy and Bioengineering, Keele University, ST5 5BG, UK.
| | - Simon White
- School of Pharmacy and Bioengineering, Keele University, ST5 5BG, UK.
| |
Collapse
|
38
|
Richardson CL, Chapman S, White S. Establishing the acceptability and usability of an animated virtual patient simulation. EXPLORATORY RESEARCH IN CLINICAL AND SOCIAL PHARMACY 2021; 4:100069. [PMID: 35479841 PMCID: PMC9031081 DOI: 10.1016/j.rcsop.2021.100069] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 08/17/2021] [Accepted: 09/03/2021] [Indexed: 12/16/2022] Open
Abstract
Background An animated, video-based, virtual patient (VP) has been developed to allow pharmacists to learn how, and practice how, to advise patients taking non-vitamin K oral anticoagulants, a group of high-risk medicines. VPs are well-established resources but have historically only been accessed within specific online teaching sessions or at university sites; this new VP represents a mobile design that can be accessed from anywhere. Objective To investigate the usability and acceptability of the VP application with a focus on exploring perspectives on accessibility. Methods The study used an exploratory sequential mixed method design consisting of a satisfaction survey and interviews. Survey data were analysed descriptively to assess satisfaction with the application and to identify interview discussion areas. Interview data were analysed using the Framework Approach to thematic analysis. Participants were hospital or community pharmacists, or pre-registration pharmacists. Results A total of 94 survey responses were collected and 22 respondents went on to take part in an interview. Participants reported liking the concept and delivery of the VP, particularly the high-quality technology. They also reported finding it usable, and appeared to favour its mobility and accessibility, particularly as the VP can be used on any internet accessible device, including mobile phones, with no specific requirements. Amendments that were suggested included quickening the delivery of some animations and improving navigation within the application, possibly through a button to return to the previous step should a mistake be made. Conclusions The mobile VP appeared to be functional and usable, with the majority of users reporting satisfaction with use across a range of devices. Users reported positively about the VP's remote access, but navigation around the application requires development.
Collapse
Affiliation(s)
- Charlotte Lucy Richardson
- School of Pharmacy, Faculty of Medical Sciences, Newcastle University, NE1 7RU, UK
- Corresponding author.
| | - Stephen Chapman
- School of Pharmacy and Bioengineering, Keele University, ST5 5BG, UK
| | - Simon White
- School of Pharmacy and Bioengineering, Keele University, ST5 5BG, UK
| |
Collapse
|
39
|
Oliven A, Nave R, Baruch A. Long experience with a web-based, interactive, conversational virtual patient case simulation for medical students' evaluation: comparison with oral examination. MEDICAL EDUCATION ONLINE 2021; 26:1946896. [PMID: 34180780 PMCID: PMC8245083 DOI: 10.1080/10872981.2021.1946896] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/10/2020] [Revised: 03/30/2021] [Accepted: 06/19/2021] [Indexed: 06/13/2023]
Abstract
Virtual patients (VP) have been advocated as reliable tools for teaching and evaluating clinical skills and competence. We have developed an internet-based, OSCE-like, conversational VP system designed both for training and assessment of medical students. The system, that encompasses complete patient management from H&P to diagnostic procedures and treatment, has now been used regularly during the clerkship of internal medicine. The present article describes the system and compares assessments undertaken with the VP-system over the last five years, to traditional bed-side oral exams. All students practiced on their own exercise VP cases, while preparing for the final exam. A total of 586 students were evaluated simultaneously with both assessment modalities. The αCronbach of the VP exam averaged 0.86. No correlation was found between the grades obtained in the two exams, indicating that the VP exam evaluated different parameters than those assessed by the examiners in the oral examinations. We conclude that a VP system can be utilized as a valid and reliable examination tool. It is also most useful for independent training by students during their ward-based learning, as well as when not studying in classes, wards or clinics, when social distancing is required.
Collapse
Affiliation(s)
- Arie Oliven
- Technion - Israel Institute of Technology, Haifa, Israel
| | - Rachel Nave
- Technion - Israel Institute of Technology, Haifa, Israel
| | - Adam Baruch
- Technion - Israel Institute of Technology, Haifa, Israel
| |
Collapse
|
40
|
Jeong Y, Lee H, Han JW. Development and evaluation of virtual reality simulation education based on coronavirus disease 2019 scenario for nursing students: A pilot study. Nurs Open 2021; 9:1066-1076. [PMID: 34851042 PMCID: PMC8859080 DOI: 10.1002/nop2.1145] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 10/01/2021] [Accepted: 11/16/2021] [Indexed: 11/14/2022] Open
Abstract
Aim This research is designed to establish and evaluate the effectiveness of a virtual reality simulation program using COVID‐19 scenario for nursing students. Design This is a quasi‐experimental study using a non‐equivalent control group pre‐test‐posttest design. Methods The participants were 65 students in their fourth year in nursing college. The knowledge about communicable infectious diseases in the respiratory system, self‐efficacy, clinical reasoning capacity and learning satisfaction was evaluated. Results The experimental group showed a significantly higher learning satisfaction (t = 3.01, p = .004). Both groups presented statistically significant differences in knowledge on infectious respiratory diseases, self‐efficacy and clinical reasoning between pre‐test and posttest. However, knowledge (t = 0.47, p = .643), self‐efficacy (t = 0.70, p = .944) and clinical reasoning were not different between the groups.
Collapse
Affiliation(s)
- Younhee Jeong
- College of Nursing Science, Kyung Hee University, Seoul, South Korea
| | - Hanna Lee
- Department of Nursing, Gangneung-wonju National University, Gangneung, South Korea
| | - Jeong-Won Han
- College of Nursing Science, Kyung Hee University, Seoul, South Korea
| |
Collapse
|
41
|
Jason D, Trammell A, Grant T. Informationists and Nurse Educators Partner to Integrate a Virtual Dissection Table into a Nursing Curriculum. Med Ref Serv Q 2021; 40:437-447. [PMID: 34752197 DOI: 10.1080/02763869.2021.1987812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Informationists and nurse educators launched a pilot program that integrates a Sectra Virtual Dissection Table into a Critical Care Nurse Residency Program (CCNRP) curriculum. CCNRP is a mandatory education program for novice, critical care registered nurses at the University of Cincinnati Medical Center (UCMC). After nurses complete the seven-week course, they take a post-course survey. This survey measures satisfaction with the virtual dissection table and resident perception of anatomical knowledge gained. In total, 106 nurses have utilized and evaluated the Sectra Table. This paper will discuss Sectra Table education within the CCNRP and lessons learned from the post-course survey.
Collapse
Affiliation(s)
- Don Jason
- Donald C. Harrison Health Sciences Library, University of Cincinnati, Cincinnati, OH, USA
| | - Alison Trammell
- Staff Education Department, University of Cincinnati Medical Center, Cincinnati, OH, USA
| | - Tiffany Grant
- Research and Data Services Unit, University of Cincinnati, Cincinnati, OH, USA
| |
Collapse
|
42
|
An HJ, Choi JS, Roh M, Cho HM, Choi EJ. The Korean version of the Virtual Patient Learning System Evaluation Tool: Assessment of reliability and validity. NURSE EDUCATION TODAY 2021; 106:105093. [PMID: 34399117 PMCID: PMC8426035 DOI: 10.1016/j.nedt.2021.105093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Revised: 07/23/2021] [Accepted: 08/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Due to the recent spread of coronavirus disease 2019, Korean nursing colleges are increasingly using virtual patient simulation to make up for a lack of available clinical practice in medical institutions. Therefore, an instrument is required to evaluate the effects of the virtual patient learning system in South Korea. OBJECTIVE To assess the validity and reliability of the Korean version of the Virtual Patient Learning System Evaluation Tool (K-VPLSET). DESIGN This is a methodological study. SETTINGS This study was conducted via an online survey for Korean nursing students. PARTICIPANTS The present study included 373 participants who were 3rd and 4th year Korean nursing students. METHODS After translating the English version of VPLSET into Korean, a pilot test with a cognitive interview was undertaken to ensure that the meaning of original instrument and appropriateness for Korean nursing students had been retained. The content validity of the K-VPLSET was examined by a panel of six experts. Convenience sampling was used to recruit 3rd and 4th year Korean nursing students, among whom 170 were recruited for exploratory factor analysis (EFA) and 203 for confirmatory factor analysis (CFA). SPSS version 26.0 was used for EFA, whereas AMOS version 22.0 was used for CFA. RESULTS From the 32 initial items, the final version of the K-VPLSET ultimately included 20 items, with a Cronbach's α of 0.89. EFA identified four factors ("Nursing Knowledge Improvement," "Clinical Competency Development," "Confidence in Nursing Performance," and "Nursing Care Plan Application") that explained 56.9% of the total variance. CFA confirmed the validity of the instrument. CONCLUSIONS Our findings confirmed that the K-VPLSET is a valid and reliable instrument for assessing the effects of the virtual patient learning system, through which the quality of e-learning for Korea nursing students can be determined.
Collapse
Affiliation(s)
- Hae Jeong An
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| | - Jung Suk Choi
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| | - Min Roh
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| | - Hyun Mi Cho
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| | - Eun Ju Choi
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| |
Collapse
|
43
|
[COVID-19: a chance for digitalization of teaching? : Report of experiences and results of a survey on digitalized teaching in the fields of anesthesiology, intensive care, emergency, pain and palliative medicine at the University of Leipzig]. Anaesthesist 2021; 71:340-349. [PMID: 34338817 PMCID: PMC8326644 DOI: 10.1007/s00101-021-01016-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 05/10/2021] [Accepted: 06/27/2021] [Indexed: 11/23/2022]
Abstract
Hintergrund Die SARS-CoV-2-Pandemie hat die Universitäten vor große Herausforderungen gestellt. Innerhalb kürzester Zeit galt es, Lehrveranstaltungen zu digitalisieren. Dies betraf auch den Bereich Anästhesiologie, Intensiv‑, Notfall‑, Schmerz- und Palliativmedizin an der Universität Leipzig. Fragestellung Ziel der fragebogengestützten Untersuchung war es herauszufinden, welche Veranstaltungen aus Sicht der Studierenden am ehesten digitalisiert werden können, und welche technische Infrastruktur die Lehrenden bei der Digitalisierung jeweils bestmöglich unterstützt. Material und Methoden Für die digitale Durchführung der Lehrveranstaltungen wurden Videopodcasts, digitale Lernmaterialien, Lehrfilme und Videokonferenzen genutzt. Je nach Veranstaltung wurden verschiedene dieser Angebote kombiniert. Darüber hinaus wurde ein Diskussionsforum für den Austausch zwischen Lehrenden und Studierenden etabliert. Zur Bewertung der Inhalte erfolgte im Anschluss eine Onlineevaluation. Ergebnisse An der Befragung haben 82 Studierende teilgenommen. Als effektivste Angebote zur Wissensvermittlung wurden die Videopodcasts der Vorlesung (45,1 %) sowie der elektronische Unterricht am Krankenbett (34,1 %) bewertet. Insbesondere die Vorlesungen könnten nach Meinung von 92,7 % der befragten Studierenden auch dauerhaft digital ersetzt werden. Knapp 90 % haben die digitalen Lehrangebote der Klinik mit einer Gesamtnote von 1 oder 2 bewertet. Diskussion und Zusammenfassung Im Zuge des digitalen Semesters ließen sich einzelne Lehrformate unterschiedlich gut digitalisieren: Vorlesungen können aus Sicht der Studierenden auch langfristig besonders gut digital abgebildet werden, währenddessen die Digitalisierung des Unterrichts am Krankenbett bisher nicht adäquat möglich ist. Zusatzmaterial online Die Online-Version dieses Beitrags (10.1007/s00101-021-01016-4) enthält weitere Abbildungen.
Collapse
|
44
|
Analysis of Worldwide Research Trends on the Impact of Artificial Intelligence in Education. SUSTAINABILITY 2021. [DOI: 10.3390/su13147941] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
In today’s world, artificial intelligence (AI) and human intelligence coexist, and no field is free from the impact of AI. At present, education cannot be discussed without mentioning AI, which has an omnidirectional impact on all its areas, including the purpose, content, method, and evaluation system. This study aimed to explore the future direction of education by examining the current impact and predicting future impacts of AI. It also examined research trends and collaboration status by country through network analysis, topic modeling and global research trends in AI in education (AIED), by applying the Latent Dirichlet Allocation algorithm. Over the past 20 years, the number of papers on AIED has steadily increased, with a dramatic rise since 2015. The research can be broadly classified into eight topics, including “changes in the content of teaching and learning.” Using a linear regression model, three hot topics, two cold topics and trend changes for each research topic were identified. The study found that AIED research should be more thematically diversified and in-depth; this directly applies AI algorithms and technologies to education, which should be further promoted. This study provides a reference for exploring the direction of future AIED research.
Collapse
|
45
|
Amin HAA, Khalil H, Khaled D, Mahdi M, Fathelbab M, Gaber DA. Case item creation and video case presentation as summative assessment tools for distance learning in the pandemic era. Med J Armed Forces India 2021; 77:S466-S474. [PMID: 34393331 PMCID: PMC8346809 DOI: 10.1016/j.mjafi.2021.05.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Accepted: 05/18/2021] [Indexed: 11/28/2022] Open
Abstract
BACKGROUND There is an urgent need for more diverse methods for student evaluation, given the sudden shift to online learning necessitated by the coronavirus disease 2019 (COVID-19) pandemic. Innovative assessment tools will need to cover the required competencies and should be used to drive self-learning. Self-assessments and peer assessments may be added to the traditional classroom-based evaluations to identify individual insecurities or overconfidence. Identification of these factors is essential to medical education and is a focus of current research. METHODS A modified operational assessment was introduced for the evaluation of third-year medical students. This intervention has facilitated sustained education and has promoted interactive student learning. Members of the entering class of 2017 participated in an integrated team and a competency-based online project that involved innovative item creation and case presentation methods. RESULTS The new assessment process has been implemented successfully with positive feedback from all the participants; a usable product has been generated. CONCLUSIONS We created new assessment tools in response to the COVID-19 pandemic that have been used successfully at our institution. These tools have provided a framework for integrated and interactive evaluations that can be used to facilitate the modification of traditional assessment methods.
Collapse
Affiliation(s)
- Hebat Allah A. Amin
- Department of Pathology, Faculty (Medicine), Helwan University, Cairo, Egypt
| | - Haidy Khalil
- Department of Microbiology & Immunology, Faculty (Medicine) Helwan University, Cairo, Egypt
| | - Doaa Khaled
- Department of Histology, Faculty (Medicine), Helwan University, Cairo, Egypt
| | - Mamdouh Mahdi
- Department of Internal Medicine, Faculty (Medicine), Helwan University, Cairo, Egypt
| | - Mohamed Fathelbab
- Department of Medical Physiology, Faculty (Medicine), Helwan University, Cairo, Egypt
| | - Dalia A. Gaber
- Department of Medical Biochemistry & Molecular Biology, Faculty (Medicine), Helwan University, Cairo, Egypt
| |
Collapse
|
46
|
Furlan R, Gatti M, Menè R, Shiffer D, Marchiori C, Giaj Levra A, Saturnino V, Brunetta E, Dipaola F. A Natural Language Processing-Based Virtual Patient Simulator and Intelligent Tutoring System for the Clinical Diagnostic Process: Simulator Development and Case Study. JMIR Med Inform 2021; 9:e24073. [PMID: 33720840 PMCID: PMC8041050 DOI: 10.2196/24073] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Revised: 12/22/2020] [Accepted: 02/25/2021] [Indexed: 02/06/2023] Open
Abstract
Background Shortage of human resources, increasing educational costs, and the need to keep social distances in response to the COVID-19 worldwide outbreak have prompted the necessity of clinical training methods designed for distance learning. Virtual patient simulators (VPSs) may partially meet these needs. Natural language processing (NLP) and intelligent tutoring systems (ITSs) may further enhance the educational impact of these simulators. Objective The goal of this study was to develop a VPS for clinical diagnostic reasoning that integrates interaction in natural language and an ITS. We also aimed to provide preliminary results of a short-term learning test administered on undergraduate students after use of the simulator. Methods We trained a Siamese long short-term memory network for anamnesis and NLP algorithms combined with Systematized Nomenclature of Medicine (SNOMED) ontology for diagnostic hypothesis generation. The ITS was structured on the concepts of knowledge, assessment, and learner models. To assess short-term learning changes, 15 undergraduate medical students underwent two identical tests, composed of multiple-choice questions, before and after performing a simulation by the virtual simulator. The test was made up of 22 questions; 11 of these were core questions that were specifically designed to evaluate clinical knowledge related to the simulated case. Results We developed a VPS called Hepius that allows students to gather clinical information from the patient’s medical history, physical exam, and investigations and allows them to formulate a differential diagnosis by using natural language. Hepius is also an ITS that provides real-time step-by-step feedback to the student and suggests specific topics the student has to review to fill in potential knowledge gaps. Results from the short-term learning test showed an increase in both mean test score (P<.001) and mean score for core questions (P<.001) when comparing presimulation and postsimulation performance. Conclusions By combining ITS and NLP technologies, Hepius may provide medical undergraduate students with a learning tool for training them in diagnostic reasoning. This may be particularly useful in a setting where students have restricted access to clinical wards, as is happening during the COVID-19 pandemic in many countries worldwide.
Collapse
Affiliation(s)
- Raffaello Furlan
- Department of Biomedical Sciences, Humanitas University, Pieve Emanuele, Milan, Italy.,Internal Medicine, Humanitas Clinical and Research Center, IRCCS, Rozzano, Milan, Italy
| | - Mauro Gatti
- Active Intelligence Center, IBM, Bologna, Italy
| | - Roberto Menè
- Department of Biomedical Sciences, Humanitas University, Pieve Emanuele, Milan, Italy.,Active Intelligence Center, IBM, Bologna, Italy
| | - Dana Shiffer
- Department of Biomedical Sciences, Humanitas University, Pieve Emanuele, Milan, Italy
| | | | - Alessandro Giaj Levra
- Department of Biomedical Sciences, Humanitas University, Pieve Emanuele, Milan, Italy
| | | | - Enrico Brunetta
- Department of Biomedical Sciences, Humanitas University, Pieve Emanuele, Milan, Italy.,Internal Medicine, Humanitas Clinical and Research Center, IRCCS, Rozzano, Milan, Italy
| | - Franca Dipaola
- Department of Biomedical Sciences, Humanitas University, Pieve Emanuele, Milan, Italy.,Internal Medicine, Humanitas Clinical and Research Center, IRCCS, Rozzano, Milan, Italy
| |
Collapse
|
47
|
Morningstar-Kywi N, Kim RE. Using Interactive Fiction to Teach Clinical Decision-Making in a PharmD Curriculum. MEDICAL SCIENCE EDUCATOR 2021; 31:687-695. [PMID: 33643685 PMCID: PMC7899795 DOI: 10.1007/s40670-021-01245-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/05/2021] [Indexed: 05/15/2023]
Abstract
Teaching of clinical decision-making is an important component of health professions education. Patient case examples are widely used in didactic coursework to teach this material, but engaging all learners in large, lecture-based courses remains a challenge. Interactive fiction (IF), a digital choose-your-own-adventure media, provides an accessible way for students to individually explore the narrative of a patient-case in a safe environment. Here, we report the development of interactive, digital patient-cases (eCases) using Twine, a free IF development platform. Fourteen eCases were developed in collaboration with 11 faculty members and were used in seven different PharmD courses over three semesters. eCase content was developed by faculty members for their respective instructional topics and accessed via Web browsers on students' personal electronic devices. eCases were received positively by students, with > 90% of students reporting that eCases were easy to use, helped them learn the material at their own pace, and gave them an opportunity to learn from mistakes. Student self-perceived confidence also increased significantly after eCase use. Faculty reported that eCases took more time to develop than conventional cases, but were easier to deliver and provided better student engagement. IF is an accessible media for creating and delivering low-fidelity interactive patient cases that can engage all students in a large class. eCases allow students to apply their knowledge, practice clinical decision-making, and safely learn from their mistakes. eCases are versatile and well suited for both in-person and virtual teaching across a variety of health professions programs to teach clinical decision-making. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01245-7.
Collapse
Affiliation(s)
- Noam Morningstar-Kywi
- Department of Clinical Pharmacy, School of Pharmacy, University of Southern California, 1985 Zonal Ave, Los Angeles, CA 90089 USA
| | - Rory E. Kim
- Department of Clinical Pharmacy, School of Pharmacy, University of Southern California, 1985 Zonal Ave, Los Angeles, CA 90089 USA
| |
Collapse
|
48
|
Anderson OS, Weirauch K, Roper R, Phillips J, McCabe C, Chuisano SA, Sadovnikova A. The Efficacy of Hybrid Telesimulation with Standardized Patients in Teaching Medical Students Clinical Lactation Skills: A Pilot Study. Breastfeed Med 2021; 16:332-337. [PMID: 33493401 DOI: 10.1089/bfm.2020.0253] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Introduction: Medical students lack competencies in clinical lactation. We determined the effect of hybrid telesimulation with a standardized patient (SP) on medical students' clinical performance in lactation support. We assessed students' engagement and satisfaction with the experience. Materials and Methods: Undergraduate medical students (n = 13) completed (1) preparatory case scenarios with multiple-choice questions and (2) three telesimulations with SPs wearing a high-fidelity breast model. Students had the option to complete the Encounter Documentation. SPs used the Formative Assessment Rubric (FAR) to evaluate students' interpersonal skills and clinical lactation experts used the Summative Assessment Rubric to evaluate documentation skills. Investigators collected satisfaction data from a focus group and written evaluation. Dunn's multiple comparison and Freidman tests were used to measure differences in FAR scores between cases and telesimulations. Qualitative data were analyzed using thematic analysis. Results: Most students (70%) attempted case questions multiple times and scores improved (p < 0.0001) between attempts. FAR scores suggest students were prepared for telesimulations (5.5/6-pt Likert) and interpersonal skills were appropriate (5.4/6), with no differences by case (p = 0.11). FAR scores increased between telesimulation 1-2 (+24.5/114, p = 0.002) and 2-3 (+17.5/114, p = 0.014). Students were satisfied with the experience and would recommend it to classmates (both 4.6/6). Thematic analysis revealed feedback regarding interpersonal skills was helpful. Conclusions: Medical students must develop skills to support breastfeeding in virtual settings. Telesimulation can be incorporated into existing curricula to support clinical lactation competencies.
Collapse
Affiliation(s)
- Olivia S Anderson
- Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Katrina Weirauch
- Department of Family Medicine, Michigan State University, East Lansing, Michigan, USA
| | - Rosemary Roper
- Department of Family Medicine, Michigan State University, East Lansing, Michigan, USA
| | - Julie Phillips
- Department of Family Medicine, Michigan State University, East Lansing, Michigan, USA
| | - Carolyn McCabe
- Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | | | | |
Collapse
|
49
|
Bahrami M, Hadadgar A, Fuladvandi M. Designing Virtual Patients for Education of Nursing Students in Cancer Course. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2021; 26:133-136. [PMID: 34036060 PMCID: PMC8132870 DOI: 10.4103/ijnmr.ijnmr_327_20] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 09/27/2020] [Accepted: 12/27/2020] [Indexed: 11/05/2022]
Abstract
Background: One of the best approaches to promote clinical reasoning in nursing education is Virtual Patient (VP). The purpose of this study was to design and implement VPs for nursing student's education in caring for cancer patients. Materials and Methods: In the first stage, through a descriptive-exploratory qualitative study using a focus group method, topics with higher priority in cancer nursing were identified. Then, based on the VP Nursing Design Model (VPNDM) for each of these topics, a scenario and then an interactive VP was designed and implemented in the Open Labyrinth application. The content validity of VPs was evaluated by eight experts and then the face validity was examined in the pilot group including 15 nursing students. Results: Topics with higher priority in cancer nursing courses were mastectomy, chemotherapy, radiotherapy, hypercalcemia, spinal cord compression, cardiac tamponade, and superior vena cava syndrome. For five scenarios based on the nursing process in three sequences (signs and symptoms, diagnosis and interventions) the VPs were designed. In this process, learning objectives, determining the critical path, adding branches at the decision point, adding feedback, completing the clinical course and related data, and adding multimedia were considered. VPs were revised based on the proposed modifications following face and content validity. Conclusions: This article presents VP design steps for use in a nursing student training course. The researchers were able to provide and validate five VPs to care for cancer patients based on the VPNDM.
Collapse
Affiliation(s)
- Masoud Bahrami
- Cancer Prevention Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.,School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Arash Hadadgar
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Masoumeh Fuladvandi
- School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| |
Collapse
|
50
|
Donohue KE, Farber DL, Goel N, Parrino CR, Retener NF, Rizvi S, Dittmar PC. Quality Improvement Amid a Global Pandemic: A Virtual Curriculum for Medical Students in the Time of COVID-19. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11090. [PMID: 33598535 PMCID: PMC7880258 DOI: 10.15766/mep_2374-8265.11090] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Accepted: 10/27/2020] [Indexed: 05/23/2023]
Abstract
INTRODUCTION The COVID-19 pandemic in March of 2020 necessitated the removal of medical students from direct patient care activities to prevent disease spread and to conserve personal protective equipment. In order for medical student education to continue, virtual and online electives were designed and implemented expeditiously. We created a virtual curriculum that taught quality improvement (QI) skills within the context of the global pandemic. METHODS This 4-week curriculum enrolled 16 students. Students completed the revised QI knowledge application tool (QIKAT-R) before and after the course to assess QI knowledge. Students completed prereading, online modules, and received lectures on QI and incident command systems. Each group designed their own QI project related to our hospital system's response to the pandemic. Finally, groups presented their projects at a peer symposium and completed peer evaluations. RESULTS Students' QIKAT-R scores improved throughout the course from a mean of 5.5 (SD = 1.3) to a mean of 7.5 (SD = 1.1; p < 0.001). Students reported that the virtual learning experience delivered the material effectively, and all students agreed that they would participate in QI work in the future. DISCUSSION Patient safety and QI topics are content areas for multiple medical licensing examinations. Virtual learning is an effective way to deliver QI content to medical students and residents, especially when projects are trainee-led, QI-trained faculty serve as mentors, and the projects harmonize with institutional goals. Our virtual pandemic-focused curriculum has demonstrated efficacy in increasing medical student QI knowledge.
Collapse
Affiliation(s)
- Katelyn E. Donohue
- Assistant Professor, Departments of Medicine and Pediatrics, University of Maryland School of Medicine
| | - Dara L. Farber
- Assistant Professor, Departments of Medicine and Pediatrics, University of Maryland School of Medicine
| | - Nidhi Goel
- Assistant Professor, Departments of Medicine and Pediatrics, University of Maryland School of Medicine
| | | | - Norman F. Retener
- Assistant Professor, Department of Medicine, University of Maryland School of Medicine
| | - Syedmehdi Rizvi
- Director of Emergency Management, University of Maryland Medical Center
| | - Philip C. Dittmar
- Assistant Professor, Department of Medicine, University of Maryland School of Medicine
| |
Collapse
|